BibTex RIS Kaynak Göster

Implications of Critical Language Studies for Language Studies and Foreign Language Education

Yıl 2024, Sayı: 61, 2040 - 2057, 27.09.2024
https://doi.org/10.53444/deubefd.1415995

Öz

Current issues such as global warming, climate change, human rights and social equality, and educational quality are all most debated issues in diverse discourses including education. Educators have the responsibility to enable their learners to critically think and question these debated issues for a sustainable world and must be equipped with the critical terminology and concepts to critique them in their classrooms. This critique requires an interdisciplinary approach to the hidden linguistic agenda in today’s global system. As a review study, this study offers the philosophical foundations of critical language studies with its roots in Critical Theory. This review casts light on what it means to be critical about language in the implication of language education, and why critical language studies are a requisite in educational settings and diverse discourses. Reviewing literature, key critical concepts and terms, and the significance of their implications for language education are provided in this study. Thus, this study may respond to the needs of scholars and individuals whose interests include language studies, and of foreign language learners, foreign language curriculum designers, and foreign language teachers and educators who seek alternative ways to transform their teaching and learning through critical use of language.

Kaynakça

  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31. https://doi.org/10.3102/0013189X034007024
  • Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). Routledge.
  • Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.
  • Apple, M. W. (2012). Education and power. Routledge, Taylor & Francis.
  • Apple, M. W. (2013). Can education change society? Routledge.
  • Altaş, B. (2018). Creating a dialogic space in an EFL classroom environment [Unpublished dissertation]. Department of English Language Teaching, University of Çağ.
  • Babaii, E., & Sheikhi, M. (2017). Traces of neoliberalism in English teaching materials: a critical discourse analysis. Critical Discourse Studies, 15(3), 247-264. https://doi.10.1080/17405904.2017.1398671
  • Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy (1st ed.). Routledge.
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). University of Texas Press.
  • Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays by M. M. Bakhtin. M. Holquist & V. Liapunov (Eds.). University of Texas Press.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 1-12. https://doi.org/10.1016/j.system.2021.102474
  • Block, D. (2012). Economising globalisation and identity in applied linguistics in neoliberal times. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 56-85). Routledge, Taylor & Francis.
  • Block, D., Gray, J., & Holborow, M. (2012). Introduction. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 1-13). Routledge, Taylor & Francis.
  • Bouvier, G., & Machin, D. (2018). Critical discourse analysis and the challenges and opportunities of social media. Review of Communication, 18(3), 178-192. https://doi.org/10.1080/15358593.2018.1479881
  • Britton E. R., & Leonard R. L. (2020). The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers. Journal of Second Language Writing, 50, 1–12.
  • Chun, C. W. (2013). The ‘neoliberal citizen’: Resemiotising globalised identities in EAP materials. In J. Gray (Ed.), Critical Perspectives on Language Teaching Materials (pp. 64-87). Palgrave Macmillan.
  • Constantin-Dureci, G. (2022). Challenging dominant language ideology in the adult ESL classroom: A case study. Studies in Applied Linguistics & TESOL at Teachers College, 22(1), 1-18.
  • Crookes, G. (2013). Critical pedagogy in language teaching. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics (pp. 1-4). Backwell publishing. https://doi:10.1002/9781405198431.wbeal0284
  • Crookes, G.V. (2021). Critical language pedagogy: an introduction to principles and values. ELT Journal, 75, 247–255. https://doi:10.1093/elt/ccab020
  • d’Agnese, V. (2021). Playing on two tables: Advertising and science in OECD’s educational rhetoric. In M. Sardoč (Ed.), The Impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice (pp. 25-47). Routledge Taylor & Francis.
  • Dop, E. (2000). A dialogic epistemology: Bakhtin on truth and meaning. Dialogism, 4, 7-33. Fairclough, N. (1989). Language and power. Longman.
  • Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: the universities. Discourse & Society, 4(2), 133-168.
  • Fairclough, N. (2011). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp.119-127). Routledge, Taylor & Francis.
  • Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp.13-25). Routledge, Taylor & Francis.
  • Farias, P.F., & da Silva, L. (2021). Doing critical language teaching through tasks: Insights from the Brazilian context. Education Sciences, 11(223), 1-23. https://doi.org/10.3390/educsci11050223
  • Flores, N. (2020) From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi:10.1080/00405841.2019.1665411
  • Freire, P. (2000). Pedagogy of the oppressed (M. R. Ramos, Trans.). Continuum.
  • Giroux, H. A., & Mclaren, P. (1986). Teacher education and the politics of engagement: The Case for democratic schooling. Harvard Educational Review, 56(3), 213-238.
  • Gray, J. (2019). Critical language teacher education?. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 68-81). Routledge, Taylor & Francis.
  • Gray, J., & Block, D. (2012). The marketisation of language teacher education and neoliberalism: characteristics, consequences and future prospects. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 114-143). Routledge, Taylor & Francis.
  • Guilherme, M. M. D. (2000). Critical Cultural Awareness: The critical dimension in foreign culture education. (Unpublished doctoral dissertation). The University of Durham.
  • Habermas, J. (1972). Knowledge and human interests (J. J. Shapiro, Trans.). Heinemann.
  • Habermas, J. (1984). The theory of communicative action. Heinemann.
  • Habermas, J. (1987). The philosophical discourse of modernity (F. Lawrence, Trans.). The MIT Press.
  • Habermas, J. (1992). Postmetaphysical thinking (W. M. Hohengarten, Trans.). Polity Press.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.
  • Holborow, M. (2012). What is neoliberalism? Discourse, ideology and the real world. In D. Block, J. Gray & M.
  • Holborow (Eds.), Neoliberalism and applied linguistics (pp. 14-32). Routledge, Taylor & Francis.
  • Horkheimer, M. (2002). Critical Theory: Selected essays (M. J. O'Connell and Others, Trans). Continuum.
  • Horkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment. G. S. Noerr (Ed.). (E. Jephcott, Trans.). Standford University Press.
  • Jenks, J. C. (2020). Applying critical discourse analysis to classrooms. Classroom Discourse, 11(2), 99-106. https://doi.org/10.1080/19463014.2020.1761847
  • Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4–16.
  • Kołczyńska, M. (2020). Democratic values, education, and political trust. International Journal of Comparative Sociology, 61(1), 3–26.
  • Lee, M., Dreamson, N., & Cha, Y.-. K. (2019). Policy influences and practical contributions of multicultural education in diverse contexts. Multicultural Education Review, 11(3), 153–154. https://doi.org/10.1080/2005615X.2019.1644023
  • Macgilchrist, F. (2018). Textbooks. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 525-539). Routledge, Taylor & Francis.
  • Mclaren, P. (2020). The future of critical pedagogy. Educational Philosophy and Theory, 52(12), 1243-1248. https://doi:10.1080/00131857.2019.1686963
  • Martínez, R. A., & Martinez, D. C. (2022). Learning in dialogue with Latinx children of immigrants: Reflections on the co-emergence of collaborative linguistic inquiry and critical pedagogical praxis. Urban Education 0(0), 1– 23. https://doi:10.1177/00420859221082670
  • Metz, M. (2021). Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education, 56(9) 1456–1484. https://doi.org/10.1177/0042085918756714
  • Metz, M., & Knight, H. (2021). The dominant school language narrative: Unpacking English teachers' language ideologies. Language, 97 (3), 238-256.
  • Metz, M. (2022). Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy, 65(5), 409–417. https://doi:10.1002/jaal.1220
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (2014). The cultural politics of English as an international language. Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Enquiry in Language Studies, 5(1), 1–43.
  • Reagan, T. G., & Osborn, T. A. (2021). World language education as critical pedagogy: The promise of social justice. Routledge, Taylor & Francis.
  • Robertson, R. (2003). The three waves of globalization: A history of developing global consciousness. Zed Books.
  • Robles, J. S. (2020). Critical theory and linguistics. In J. M. Stanlaw (Ed.), The international encyclopaedia of linguistic anthropology (pp. 1–8). Wiley-Blackwell.
  • Ryoo, J.J., & McLaren, P. (2010). Critical Theory. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 6, pp. 348-353). Elsevier Science.
  • Sharma, B. K., & Phyak, P. (2017): Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 1-29. https://doi:10.1080/15427587.2017.1285204
  • Setiawati, D., Purba, M. S., & Yanda, F. (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility, Educational Philosophy and Theory, 54 (12), 2147-2149. https://doi.10.1080/00131857.2021.2011207
  • Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(235), 1-17.
  • Smith, D. G. (1999). Smith, D. G. (1999). On being critical about language: The critical theory tradition and implications for language education. Counterpoints, 15, 111–118. http://www.jstor.org/stable/42977539
  • Spirkin, A. (1983). Dialectical materialism. Progress Publishers.
  • Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave Macmillan.
  • Taylor, S. K., Despagne, C., & Faez, F. (2018). Critical Language Awareness. In J. I. Liontas (Ed.), The TESOL encyclopaedia of English language teaching (pp. 1-14). John Wiley & Sons.
  • Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer.
  • Tyson, L. (2015). Critical theory today: A use-friendly guide. Routledge.
  • Widdowson, H. G. (2004). Text, context, pre-text: Critical issues in discourse analysis. Backwell publishing.
  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1-33). Sage.
  • Valdez, P. N. (2020). Research in critical pedagogy: Implications for English language classrooms in Asia. PASAA, 60, 222-236.
  • van Dijk, T. A. (2001). Multidisciplinary CDA: a plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 95-120). Sage.
  • van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi:10.1080/13569310600687908
  • van Dijk, T. A. (2018). Socio-cognitive discourse studies. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 26-43). Routledge, Taylor & Francis.
  • Vu, M. T., & Pham, T.T.T. (2022). Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom. Language Teaching Research, 1-27.
  • Vygotsky, L. S. (1987). The collected works of Vygotsky (R. W. Rieber & A. S. Carton, Eds.). Plenum.
  • Yates, L. (2010). Critical theory and curriculum. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 494-498). Elsevier Science.
  • Youwen, Z. (2018). The critical discourse analysis of language teacher’s instructional decisions. International Journal of Educational Technology and Learning, 2(2), 59-64.

Eleştirel Dil Çalışmalarının Dil Çalışmalarına ve Yabancı Dil Eğitimine Yansımaları

Yıl 2024, Sayı: 61, 2040 - 2057, 27.09.2024
https://doi.org/10.53444/deubefd.1415995

Öz

Küresel ısınma, iklim değişikliği, insan hakları, sosyal eşitlik ve eğitimin kalitesi gibi güncel konular, eğitim de dahil olmak üzere çeşitli söylemlerde en çok tartışılan konulardır. Eğitimciler sürdürülebilir bir dünya için, öğrencilerinin bu tartışılan konuları eleştirel düşünmesini ve sorgulamasını sağlama sorumluluğuna sahiptir ve sınıflarında bu sorunları eleştirebilecek eleştirel terminoloji ve kavramlarla donanımlı olmalıdır. Bu eleştiri, günümüzün küresel sistemindeki örtük dil gündemine disiplinler arası bir yaklaşımı gerektirmektedir. Bir derleme çalışması olarak bu inceleme, kökleri Eleştirel Kuram'a dayanan eleştirel dil çalışmalarının felsefi temellerini sunmaktadır. Bu inceleme, dil eğitimi bağlamında dil hakkında eleştirel olmanın ne anlama geldiğine ve eğitim ortamlarında ve çeşitli söylemlerde eleştirel dil çalışmalarının neden gerekli olduğuna ışık tutmaktadır. Literatürü inceleyerek, başlıca eleştirel kavramlar ve terimler ve de onların dil eğitimindeki yansımalarının önemi verilmektedir. Dolayısıyla bu çalışma, ilgi alanları dil çalışmalarını içeren akademisyenlerin ve bireylerin ve dilin eleştirel kullanımı yoluyla öğretme ve öğrenmelerini dönüştürmenin alternatif yollarını arayan yabancı dil öğrenenlerin, yabancı dil müfredat tasarımcılarının ve yabancı dil öğretmenlerinin ve eğitimcilerin ihtiyaçlarına cevap verebilir.

Kaynakça

  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31. https://doi.org/10.3102/0013189X034007024
  • Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). Routledge.
  • Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.
  • Apple, M. W. (2012). Education and power. Routledge, Taylor & Francis.
  • Apple, M. W. (2013). Can education change society? Routledge.
  • Altaş, B. (2018). Creating a dialogic space in an EFL classroom environment [Unpublished dissertation]. Department of English Language Teaching, University of Çağ.
  • Babaii, E., & Sheikhi, M. (2017). Traces of neoliberalism in English teaching materials: a critical discourse analysis. Critical Discourse Studies, 15(3), 247-264. https://doi.10.1080/17405904.2017.1398671
  • Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy (1st ed.). Routledge.
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). University of Texas Press.
  • Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays by M. M. Bakhtin. M. Holquist & V. Liapunov (Eds.). University of Texas Press.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 1-12. https://doi.org/10.1016/j.system.2021.102474
  • Block, D. (2012). Economising globalisation and identity in applied linguistics in neoliberal times. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 56-85). Routledge, Taylor & Francis.
  • Block, D., Gray, J., & Holborow, M. (2012). Introduction. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 1-13). Routledge, Taylor & Francis.
  • Bouvier, G., & Machin, D. (2018). Critical discourse analysis and the challenges and opportunities of social media. Review of Communication, 18(3), 178-192. https://doi.org/10.1080/15358593.2018.1479881
  • Britton E. R., & Leonard R. L. (2020). The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers. Journal of Second Language Writing, 50, 1–12.
  • Chun, C. W. (2013). The ‘neoliberal citizen’: Resemiotising globalised identities in EAP materials. In J. Gray (Ed.), Critical Perspectives on Language Teaching Materials (pp. 64-87). Palgrave Macmillan.
  • Constantin-Dureci, G. (2022). Challenging dominant language ideology in the adult ESL classroom: A case study. Studies in Applied Linguistics & TESOL at Teachers College, 22(1), 1-18.
  • Crookes, G. (2013). Critical pedagogy in language teaching. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics (pp. 1-4). Backwell publishing. https://doi:10.1002/9781405198431.wbeal0284
  • Crookes, G.V. (2021). Critical language pedagogy: an introduction to principles and values. ELT Journal, 75, 247–255. https://doi:10.1093/elt/ccab020
  • d’Agnese, V. (2021). Playing on two tables: Advertising and science in OECD’s educational rhetoric. In M. Sardoč (Ed.), The Impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice (pp. 25-47). Routledge Taylor & Francis.
  • Dop, E. (2000). A dialogic epistemology: Bakhtin on truth and meaning. Dialogism, 4, 7-33. Fairclough, N. (1989). Language and power. Longman.
  • Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: the universities. Discourse & Society, 4(2), 133-168.
  • Fairclough, N. (2011). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp.119-127). Routledge, Taylor & Francis.
  • Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp.13-25). Routledge, Taylor & Francis.
  • Farias, P.F., & da Silva, L. (2021). Doing critical language teaching through tasks: Insights from the Brazilian context. Education Sciences, 11(223), 1-23. https://doi.org/10.3390/educsci11050223
  • Flores, N. (2020) From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi:10.1080/00405841.2019.1665411
  • Freire, P. (2000). Pedagogy of the oppressed (M. R. Ramos, Trans.). Continuum.
  • Giroux, H. A., & Mclaren, P. (1986). Teacher education and the politics of engagement: The Case for democratic schooling. Harvard Educational Review, 56(3), 213-238.
  • Gray, J. (2019). Critical language teacher education?. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 68-81). Routledge, Taylor & Francis.
  • Gray, J., & Block, D. (2012). The marketisation of language teacher education and neoliberalism: characteristics, consequences and future prospects. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 114-143). Routledge, Taylor & Francis.
  • Guilherme, M. M. D. (2000). Critical Cultural Awareness: The critical dimension in foreign culture education. (Unpublished doctoral dissertation). The University of Durham.
  • Habermas, J. (1972). Knowledge and human interests (J. J. Shapiro, Trans.). Heinemann.
  • Habermas, J. (1984). The theory of communicative action. Heinemann.
  • Habermas, J. (1987). The philosophical discourse of modernity (F. Lawrence, Trans.). The MIT Press.
  • Habermas, J. (1992). Postmetaphysical thinking (W. M. Hohengarten, Trans.). Polity Press.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.
  • Holborow, M. (2012). What is neoliberalism? Discourse, ideology and the real world. In D. Block, J. Gray & M.
  • Holborow (Eds.), Neoliberalism and applied linguistics (pp. 14-32). Routledge, Taylor & Francis.
  • Horkheimer, M. (2002). Critical Theory: Selected essays (M. J. O'Connell and Others, Trans). Continuum.
  • Horkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment. G. S. Noerr (Ed.). (E. Jephcott, Trans.). Standford University Press.
  • Jenks, J. C. (2020). Applying critical discourse analysis to classrooms. Classroom Discourse, 11(2), 99-106. https://doi.org/10.1080/19463014.2020.1761847
  • Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4–16.
  • Kołczyńska, M. (2020). Democratic values, education, and political trust. International Journal of Comparative Sociology, 61(1), 3–26.
  • Lee, M., Dreamson, N., & Cha, Y.-. K. (2019). Policy influences and practical contributions of multicultural education in diverse contexts. Multicultural Education Review, 11(3), 153–154. https://doi.org/10.1080/2005615X.2019.1644023
  • Macgilchrist, F. (2018). Textbooks. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 525-539). Routledge, Taylor & Francis.
  • Mclaren, P. (2020). The future of critical pedagogy. Educational Philosophy and Theory, 52(12), 1243-1248. https://doi:10.1080/00131857.2019.1686963
  • Martínez, R. A., & Martinez, D. C. (2022). Learning in dialogue with Latinx children of immigrants: Reflections on the co-emergence of collaborative linguistic inquiry and critical pedagogical praxis. Urban Education 0(0), 1– 23. https://doi:10.1177/00420859221082670
  • Metz, M. (2021). Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education, 56(9) 1456–1484. https://doi.org/10.1177/0042085918756714
  • Metz, M., & Knight, H. (2021). The dominant school language narrative: Unpacking English teachers' language ideologies. Language, 97 (3), 238-256.
  • Metz, M. (2022). Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy, 65(5), 409–417. https://doi:10.1002/jaal.1220
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (2014). The cultural politics of English as an international language. Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Enquiry in Language Studies, 5(1), 1–43.
  • Reagan, T. G., & Osborn, T. A. (2021). World language education as critical pedagogy: The promise of social justice. Routledge, Taylor & Francis.
  • Robertson, R. (2003). The three waves of globalization: A history of developing global consciousness. Zed Books.
  • Robles, J. S. (2020). Critical theory and linguistics. In J. M. Stanlaw (Ed.), The international encyclopaedia of linguistic anthropology (pp. 1–8). Wiley-Blackwell.
  • Ryoo, J.J., & McLaren, P. (2010). Critical Theory. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 6, pp. 348-353). Elsevier Science.
  • Sharma, B. K., & Phyak, P. (2017): Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 1-29. https://doi:10.1080/15427587.2017.1285204
  • Setiawati, D., Purba, M. S., & Yanda, F. (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility, Educational Philosophy and Theory, 54 (12), 2147-2149. https://doi.10.1080/00131857.2021.2011207
  • Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(235), 1-17.
  • Smith, D. G. (1999). Smith, D. G. (1999). On being critical about language: The critical theory tradition and implications for language education. Counterpoints, 15, 111–118. http://www.jstor.org/stable/42977539
  • Spirkin, A. (1983). Dialectical materialism. Progress Publishers.
  • Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave Macmillan.
  • Taylor, S. K., Despagne, C., & Faez, F. (2018). Critical Language Awareness. In J. I. Liontas (Ed.), The TESOL encyclopaedia of English language teaching (pp. 1-14). John Wiley & Sons.
  • Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer.
  • Tyson, L. (2015). Critical theory today: A use-friendly guide. Routledge.
  • Widdowson, H. G. (2004). Text, context, pre-text: Critical issues in discourse analysis. Backwell publishing.
  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1-33). Sage.
  • Valdez, P. N. (2020). Research in critical pedagogy: Implications for English language classrooms in Asia. PASAA, 60, 222-236.
  • van Dijk, T. A. (2001). Multidisciplinary CDA: a plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 95-120). Sage.
  • van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi:10.1080/13569310600687908
  • van Dijk, T. A. (2018). Socio-cognitive discourse studies. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 26-43). Routledge, Taylor & Francis.
  • Vu, M. T., & Pham, T.T.T. (2022). Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom. Language Teaching Research, 1-27.
  • Vygotsky, L. S. (1987). The collected works of Vygotsky (R. W. Rieber & A. S. Carton, Eds.). Plenum.
  • Yates, L. (2010). Critical theory and curriculum. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 494-498). Elsevier Science.
  • Youwen, Z. (2018). The critical discourse analysis of language teacher’s instructional decisions. International Journal of Educational Technology and Learning, 2(2), 59-64.

Kritische Sprachstudien und ihre Implikationen für Sprachstudien und den Fremdsprachenunterricht

Yıl 2024, Sayı: 61, 2040 - 2057, 27.09.2024
https://doi.org/10.53444/deubefd.1415995

Öz

Aktuelle Themen wie globale Erwärmung, Klimawandel, Menschenrechte und soziale Gleichheit sowie Bildungsqualität sind allesamt Themen, die in verschiedenen Diskursen, auch im Bildungsbereich, am meisten diskutiert werden. In diesem Kontext tragen Pädagogen eine besondere Verantwortung, ihre Lernenden dazu zu befähigen, diese Themen kritisch zu hinterfragen und zu reflektieren. Die Studie betont die Notwendigkeit, Pädagogen mit den erforderlichen kritischen Terminologien und Konzepten auszustatten, um eine fundierte Kritik in ihren Klassenzimmern zu ermöglichen. Diese Kritik erfordert einen interdisziplinären Ansatz für die verborgene sprachliche Agenda im heutigen globalen System. Als Übersichtsstudie bietet diese Studie die philosophischen Grundlagen der kritischen Sprachstudien mit ihren Wurzeln in der Kritischen Theorie. Diese Übersicht beleuchtet, was es bedeutet, kritisch mit Sprache umzugehen, insbesondere im Hinblick auf die Spracherziehung, und warum kritische Sprachstudien in Bildungsumgebungen und verschiedenen Diskursen unerlässlich sind. Eine Analyse der Literatur, der wichtigsten kritischen Konzepte und Begriffe sowie die Bedeutung ihrer Auswirkungen auf die Spracherziehung werden in dieser Studie dargelegt. Ziel ist es, den Bedürfnissen von Wissenschaftlern, Sprachstudieninteressierten, Fremdsprachenlernern, Lehrplangestaltern und Fremdsprachenlehrern gerecht zu werden, die alternative Wege suchen, um durch den kritischen Einsatz von Sprache das Lehren und Lernen zu transformieren.

Kaynakça

  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31. https://doi.org/10.3102/0013189X034007024
  • Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). Routledge.
  • Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.
  • Apple, M. W. (2012). Education and power. Routledge, Taylor & Francis.
  • Apple, M. W. (2013). Can education change society? Routledge.
  • Altaş, B. (2018). Creating a dialogic space in an EFL classroom environment [Unpublished dissertation]. Department of English Language Teaching, University of Çağ.
  • Babaii, E., & Sheikhi, M. (2017). Traces of neoliberalism in English teaching materials: a critical discourse analysis. Critical Discourse Studies, 15(3), 247-264. https://doi.10.1080/17405904.2017.1398671
  • Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy (1st ed.). Routledge.
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). University of Texas Press.
  • Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays by M. M. Bakhtin. M. Holquist & V. Liapunov (Eds.). University of Texas Press.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 1-12. https://doi.org/10.1016/j.system.2021.102474
  • Block, D. (2012). Economising globalisation and identity in applied linguistics in neoliberal times. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 56-85). Routledge, Taylor & Francis.
  • Block, D., Gray, J., & Holborow, M. (2012). Introduction. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 1-13). Routledge, Taylor & Francis.
  • Bouvier, G., & Machin, D. (2018). Critical discourse analysis and the challenges and opportunities of social media. Review of Communication, 18(3), 178-192. https://doi.org/10.1080/15358593.2018.1479881
  • Britton E. R., & Leonard R. L. (2020). The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers. Journal of Second Language Writing, 50, 1–12.
  • Chun, C. W. (2013). The ‘neoliberal citizen’: Resemiotising globalised identities in EAP materials. In J. Gray (Ed.), Critical Perspectives on Language Teaching Materials (pp. 64-87). Palgrave Macmillan.
  • Constantin-Dureci, G. (2022). Challenging dominant language ideology in the adult ESL classroom: A case study. Studies in Applied Linguistics & TESOL at Teachers College, 22(1), 1-18.
  • Crookes, G. (2013). Critical pedagogy in language teaching. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics (pp. 1-4). Backwell publishing. https://doi:10.1002/9781405198431.wbeal0284
  • Crookes, G.V. (2021). Critical language pedagogy: an introduction to principles and values. ELT Journal, 75, 247–255. https://doi:10.1093/elt/ccab020
  • d’Agnese, V. (2021). Playing on two tables: Advertising and science in OECD’s educational rhetoric. In M. Sardoč (Ed.), The Impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice (pp. 25-47). Routledge Taylor & Francis.
  • Dop, E. (2000). A dialogic epistemology: Bakhtin on truth and meaning. Dialogism, 4, 7-33. Fairclough, N. (1989). Language and power. Longman.
  • Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: the universities. Discourse & Society, 4(2), 133-168.
  • Fairclough, N. (2011). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp.119-127). Routledge, Taylor & Francis.
  • Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp.13-25). Routledge, Taylor & Francis.
  • Farias, P.F., & da Silva, L. (2021). Doing critical language teaching through tasks: Insights from the Brazilian context. Education Sciences, 11(223), 1-23. https://doi.org/10.3390/educsci11050223
  • Flores, N. (2020) From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi:10.1080/00405841.2019.1665411
  • Freire, P. (2000). Pedagogy of the oppressed (M. R. Ramos, Trans.). Continuum.
  • Giroux, H. A., & Mclaren, P. (1986). Teacher education and the politics of engagement: The Case for democratic schooling. Harvard Educational Review, 56(3), 213-238.
  • Gray, J. (2019). Critical language teacher education?. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 68-81). Routledge, Taylor & Francis.
  • Gray, J., & Block, D. (2012). The marketisation of language teacher education and neoliberalism: characteristics, consequences and future prospects. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 114-143). Routledge, Taylor & Francis.
  • Guilherme, M. M. D. (2000). Critical Cultural Awareness: The critical dimension in foreign culture education. (Unpublished doctoral dissertation). The University of Durham.
  • Habermas, J. (1972). Knowledge and human interests (J. J. Shapiro, Trans.). Heinemann.
  • Habermas, J. (1984). The theory of communicative action. Heinemann.
  • Habermas, J. (1987). The philosophical discourse of modernity (F. Lawrence, Trans.). The MIT Press.
  • Habermas, J. (1992). Postmetaphysical thinking (W. M. Hohengarten, Trans.). Polity Press.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.
  • Holborow, M. (2012). What is neoliberalism? Discourse, ideology and the real world. In D. Block, J. Gray & M.
  • Holborow (Eds.), Neoliberalism and applied linguistics (pp. 14-32). Routledge, Taylor & Francis.
  • Horkheimer, M. (2002). Critical Theory: Selected essays (M. J. O'Connell and Others, Trans). Continuum.
  • Horkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment. G. S. Noerr (Ed.). (E. Jephcott, Trans.). Standford University Press.
  • Jenks, J. C. (2020). Applying critical discourse analysis to classrooms. Classroom Discourse, 11(2), 99-106. https://doi.org/10.1080/19463014.2020.1761847
  • Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4–16.
  • Kołczyńska, M. (2020). Democratic values, education, and political trust. International Journal of Comparative Sociology, 61(1), 3–26.
  • Lee, M., Dreamson, N., & Cha, Y.-. K. (2019). Policy influences and practical contributions of multicultural education in diverse contexts. Multicultural Education Review, 11(3), 153–154. https://doi.org/10.1080/2005615X.2019.1644023
  • Macgilchrist, F. (2018). Textbooks. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 525-539). Routledge, Taylor & Francis.
  • Mclaren, P. (2020). The future of critical pedagogy. Educational Philosophy and Theory, 52(12), 1243-1248. https://doi:10.1080/00131857.2019.1686963
  • Martínez, R. A., & Martinez, D. C. (2022). Learning in dialogue with Latinx children of immigrants: Reflections on the co-emergence of collaborative linguistic inquiry and critical pedagogical praxis. Urban Education 0(0), 1– 23. https://doi:10.1177/00420859221082670
  • Metz, M. (2021). Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education, 56(9) 1456–1484. https://doi.org/10.1177/0042085918756714
  • Metz, M., & Knight, H. (2021). The dominant school language narrative: Unpacking English teachers' language ideologies. Language, 97 (3), 238-256.
  • Metz, M. (2022). Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy, 65(5), 409–417. https://doi:10.1002/jaal.1220
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (2014). The cultural politics of English as an international language. Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Enquiry in Language Studies, 5(1), 1–43.
  • Reagan, T. G., & Osborn, T. A. (2021). World language education as critical pedagogy: The promise of social justice. Routledge, Taylor & Francis.
  • Robertson, R. (2003). The three waves of globalization: A history of developing global consciousness. Zed Books.
  • Robles, J. S. (2020). Critical theory and linguistics. In J. M. Stanlaw (Ed.), The international encyclopaedia of linguistic anthropology (pp. 1–8). Wiley-Blackwell.
  • Ryoo, J.J., & McLaren, P. (2010). Critical Theory. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 6, pp. 348-353). Elsevier Science.
  • Sharma, B. K., & Phyak, P. (2017): Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 1-29. https://doi:10.1080/15427587.2017.1285204
  • Setiawati, D., Purba, M. S., & Yanda, F. (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility, Educational Philosophy and Theory, 54 (12), 2147-2149. https://doi.10.1080/00131857.2021.2011207
  • Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(235), 1-17.
  • Smith, D. G. (1999). Smith, D. G. (1999). On being critical about language: The critical theory tradition and implications for language education. Counterpoints, 15, 111–118. http://www.jstor.org/stable/42977539
  • Spirkin, A. (1983). Dialectical materialism. Progress Publishers.
  • Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave Macmillan.
  • Taylor, S. K., Despagne, C., & Faez, F. (2018). Critical Language Awareness. In J. I. Liontas (Ed.), The TESOL encyclopaedia of English language teaching (pp. 1-14). John Wiley & Sons.
  • Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer.
  • Tyson, L. (2015). Critical theory today: A use-friendly guide. Routledge.
  • Widdowson, H. G. (2004). Text, context, pre-text: Critical issues in discourse analysis. Backwell publishing.
  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1-33). Sage.
  • Valdez, P. N. (2020). Research in critical pedagogy: Implications for English language classrooms in Asia. PASAA, 60, 222-236.
  • van Dijk, T. A. (2001). Multidisciplinary CDA: a plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 95-120). Sage.
  • van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi:10.1080/13569310600687908
  • van Dijk, T. A. (2018). Socio-cognitive discourse studies. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 26-43). Routledge, Taylor & Francis.
  • Vu, M. T., & Pham, T.T.T. (2022). Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom. Language Teaching Research, 1-27.
  • Vygotsky, L. S. (1987). The collected works of Vygotsky (R. W. Rieber & A. S. Carton, Eds.). Plenum.
  • Yates, L. (2010). Critical theory and curriculum. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 494-498). Elsevier Science.
  • Youwen, Z. (2018). The critical discourse analysis of language teacher’s instructional decisions. International Journal of Educational Technology and Learning, 2(2), 59-64.

Implications des études critiques de langues pour les études linguistiques et l'enseignement des langues étrangères

Yıl 2024, Sayı: 61, 2040 - 2057, 27.09.2024
https://doi.org/10.53444/deubefd.1415995

Öz

Les enjeux actuels tels que le réchauffement climatique, le changement climatique, les droits de l’homme et l’égalité sociale, ainsi que la qualité de l’éducation, sont toutes les questions les plus débattues dans divers discours, y compris celui de l’éducation. Les enseignants ont la responsabilité de permettre à leurs apprenants de réfléchir et de remettre en question de manière critique ces questions débattues pour un monde durable et doivent être équipés de la terminologie et des concepts critiques pour les critiquer dans leurs salles de classe. Cette critique nécessite une approche interdisciplinaire de l’agenda linguistique caché dans le système mondial actuel. En tant qu'étude de synthèse, cette étude propose les fondements philosophiques de l’étude critique des langues en s’appuyant sur la théorie critique. Cette revue met en lumière ce que signifie être critique à l'égard de la langue dans l'implication de l'éducation aux langues, et pourquoi les études critiques des langues sont une condition nécessaire dans les contextes éducatifs et dans divers discours. Cette étude passe en revue la littérature, les concepts et termes critiques clés, ainsi que l'importance de leurs implications dans l'enseignement des langues. Ainsi, cette étude peut donc répondre aux besoins des chercheurs et des personnes qui s'intéressent aux études linguistiques , ainsi que des apprenants de langues étrangères, des concepteurs de programmes d'études en langues étrangères et des enseignants et éducateurs en langues étrangères qui cherchent des moyens alternatifs de transformer leur enseignement et leur apprentissage par une utilisation critique de langue.

Kaynakça

  • Alim, H. S. (2005). Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31. https://doi.org/10.3102/0013189X034007024
  • Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). Routledge.
  • Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.
  • Apple, M. W. (2012). Education and power. Routledge, Taylor & Francis.
  • Apple, M. W. (2013). Can education change society? Routledge.
  • Altaş, B. (2018). Creating a dialogic space in an EFL classroom environment [Unpublished dissertation]. Department of English Language Teaching, University of Çağ.
  • Babaii, E., & Sheikhi, M. (2017). Traces of neoliberalism in English teaching materials: a critical discourse analysis. Critical Discourse Studies, 15(3), 247-264. https://doi.10.1080/17405904.2017.1398671
  • Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy (1st ed.). Routledge.
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). University of Texas Press.
  • Bakhtin, M. M. (1990). Art and answerability: Early philosophical essays by M. M. Bakhtin. M. Holquist & V. Liapunov (Eds.). University of Texas Press.
  • Banegas, D. L., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 1-12. https://doi.org/10.1016/j.system.2021.102474
  • Block, D. (2012). Economising globalisation and identity in applied linguistics in neoliberal times. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 56-85). Routledge, Taylor & Francis.
  • Block, D., Gray, J., & Holborow, M. (2012). Introduction. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 1-13). Routledge, Taylor & Francis.
  • Bouvier, G., & Machin, D. (2018). Critical discourse analysis and the challenges and opportunities of social media. Review of Communication, 18(3), 178-192. https://doi.org/10.1080/15358593.2018.1479881
  • Britton E. R., & Leonard R. L. (2020). The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers. Journal of Second Language Writing, 50, 1–12.
  • Chun, C. W. (2013). The ‘neoliberal citizen’: Resemiotising globalised identities in EAP materials. In J. Gray (Ed.), Critical Perspectives on Language Teaching Materials (pp. 64-87). Palgrave Macmillan.
  • Constantin-Dureci, G. (2022). Challenging dominant language ideology in the adult ESL classroom: A case study. Studies in Applied Linguistics & TESOL at Teachers College, 22(1), 1-18.
  • Crookes, G. (2013). Critical pedagogy in language teaching. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics (pp. 1-4). Backwell publishing. https://doi:10.1002/9781405198431.wbeal0284
  • Crookes, G.V. (2021). Critical language pedagogy: an introduction to principles and values. ELT Journal, 75, 247–255. https://doi:10.1093/elt/ccab020
  • d’Agnese, V. (2021). Playing on two tables: Advertising and science in OECD’s educational rhetoric. In M. Sardoč (Ed.), The Impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice (pp. 25-47). Routledge Taylor & Francis.
  • Dop, E. (2000). A dialogic epistemology: Bakhtin on truth and meaning. Dialogism, 4, 7-33. Fairclough, N. (1989). Language and power. Longman.
  • Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: the universities. Discourse & Society, 4(2), 133-168.
  • Fairclough, N. (2011). Semiotic aspects of social transformation and learning. In R. Rogers (Ed.), An introduction to critical discourse analysis in education (pp.119-127). Routledge, Taylor & Francis.
  • Fairclough, N. (2018). CDA as dialectical reasoning. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp.13-25). Routledge, Taylor & Francis.
  • Farias, P.F., & da Silva, L. (2021). Doing critical language teaching through tasks: Insights from the Brazilian context. Education Sciences, 11(223), 1-23. https://doi.org/10.3390/educsci11050223
  • Flores, N. (2020) From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi:10.1080/00405841.2019.1665411
  • Freire, P. (2000). Pedagogy of the oppressed (M. R. Ramos, Trans.). Continuum.
  • Giroux, H. A., & Mclaren, P. (1986). Teacher education and the politics of engagement: The Case for democratic schooling. Harvard Educational Review, 56(3), 213-238.
  • Gray, J. (2019). Critical language teacher education?. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 68-81). Routledge, Taylor & Francis.
  • Gray, J., & Block, D. (2012). The marketisation of language teacher education and neoliberalism: characteristics, consequences and future prospects. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 114-143). Routledge, Taylor & Francis.
  • Guilherme, M. M. D. (2000). Critical Cultural Awareness: The critical dimension in foreign culture education. (Unpublished doctoral dissertation). The University of Durham.
  • Habermas, J. (1972). Knowledge and human interests (J. J. Shapiro, Trans.). Heinemann.
  • Habermas, J. (1984). The theory of communicative action. Heinemann.
  • Habermas, J. (1987). The philosophical discourse of modernity (F. Lawrence, Trans.). The MIT Press.
  • Habermas, J. (1992). Postmetaphysical thinking (W. M. Hohengarten, Trans.). Polity Press.
  • Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 30–39). Cambridge University Press.
  • Holborow, M. (2012). What is neoliberalism? Discourse, ideology and the real world. In D. Block, J. Gray & M.
  • Holborow (Eds.), Neoliberalism and applied linguistics (pp. 14-32). Routledge, Taylor & Francis.
  • Horkheimer, M. (2002). Critical Theory: Selected essays (M. J. O'Connell and Others, Trans). Continuum.
  • Horkheimer, M., & Adorno, T. (2002). Dialectic of Enlightenment. G. S. Noerr (Ed.). (E. Jephcott, Trans.). Standford University Press.
  • Jenks, J. C. (2020). Applying critical discourse analysis to classrooms. Classroom Discourse, 11(2), 99-106. https://doi.org/10.1080/19463014.2020.1761847
  • Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4–16.
  • Kołczyńska, M. (2020). Democratic values, education, and political trust. International Journal of Comparative Sociology, 61(1), 3–26.
  • Lee, M., Dreamson, N., & Cha, Y.-. K. (2019). Policy influences and practical contributions of multicultural education in diverse contexts. Multicultural Education Review, 11(3), 153–154. https://doi.org/10.1080/2005615X.2019.1644023
  • Macgilchrist, F. (2018). Textbooks. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 525-539). Routledge, Taylor & Francis.
  • Mclaren, P. (2020). The future of critical pedagogy. Educational Philosophy and Theory, 52(12), 1243-1248. https://doi:10.1080/00131857.2019.1686963
  • Martínez, R. A., & Martinez, D. C. (2022). Learning in dialogue with Latinx children of immigrants: Reflections on the co-emergence of collaborative linguistic inquiry and critical pedagogical praxis. Urban Education 0(0), 1– 23. https://doi:10.1177/00420859221082670
  • Metz, M. (2021). Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education, 56(9) 1456–1484. https://doi.org/10.1177/0042085918756714
  • Metz, M., & Knight, H. (2021). The dominant school language narrative: Unpacking English teachers' language ideologies. Language, 97 (3), 238-256.
  • Metz, M. (2022). Applying a critical language lens: Analyzing language use in everyday video texts. Journal of Adolescent & Adult Literacy, 65(5), 409–417. https://doi:10.1002/jaal.1220
  • Okazaki, T. (2005). Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174-202.
  • Pennycook, A. (2014). The cultural politics of English as an international language. Routledge.
  • Phillipson, R. (2008). The linguistic imperialism of neoliberal empire. Critical Enquiry in Language Studies, 5(1), 1–43.
  • Reagan, T. G., & Osborn, T. A. (2021). World language education as critical pedagogy: The promise of social justice. Routledge, Taylor & Francis.
  • Robertson, R. (2003). The three waves of globalization: A history of developing global consciousness. Zed Books.
  • Robles, J. S. (2020). Critical theory and linguistics. In J. M. Stanlaw (Ed.), The international encyclopaedia of linguistic anthropology (pp. 1–8). Wiley-Blackwell.
  • Ryoo, J.J., & McLaren, P. (2010). Critical Theory. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 6, pp. 348-353). Elsevier Science.
  • Sharma, B. K., & Phyak, P. (2017): Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 1-29. https://doi:10.1080/15427587.2017.1285204
  • Setiawati, D., Purba, M. S., & Yanda, F. (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility, Educational Philosophy and Theory, 54 (12), 2147-2149. https://doi.10.1080/00131857.2021.2011207
  • Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(235), 1-17.
  • Smith, D. G. (1999). Smith, D. G. (1999). On being critical about language: The critical theory tradition and implications for language education. Counterpoints, 15, 111–118. http://www.jstor.org/stable/42977539
  • Spirkin, A. (1983). Dialectical materialism. Progress Publishers.
  • Strunk, K. K., & Betties, J. S. (2019). Using critical theory in educational research. In K. K. Strunk & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 71-79). Palgrave Macmillan.
  • Taylor, S. K., Despagne, C., & Faez, F. (2018). Critical Language Awareness. In J. I. Liontas (Ed.), The TESOL encyclopaedia of English language teaching (pp. 1-14). John Wiley & Sons.
  • Teng, M. F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Springer.
  • Tyson, L. (2015). Critical theory today: A use-friendly guide. Routledge.
  • Widdowson, H. G. (2004). Text, context, pre-text: Critical issues in discourse analysis. Backwell publishing.
  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1-33). Sage.
  • Valdez, P. N. (2020). Research in critical pedagogy: Implications for English language classrooms in Asia. PASAA, 60, 222-236.
  • van Dijk, T. A. (2001). Multidisciplinary CDA: a plea for diversity. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 95-120). Sage.
  • van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of Political Ideologies, 11(2), 115–140. https://doi:10.1080/13569310600687908
  • van Dijk, T. A. (2018). Socio-cognitive discourse studies. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 26-43). Routledge, Taylor & Francis.
  • Vu, M. T., & Pham, T.T.T. (2022). Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom. Language Teaching Research, 1-27.
  • Vygotsky, L. S. (1987). The collected works of Vygotsky (R. W. Rieber & A. S. Carton, Eds.). Plenum.
  • Yates, L. (2010). Critical theory and curriculum. In P. Peterson, E. Baker & B. Mcgaw (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 494-498). Elsevier Science.
  • Youwen, Z. (2018). The critical discourse analysis of language teacher’s instructional decisions. International Journal of Educational Technology and Learning, 2(2), 59-64.
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Betül Altaş 0000-0003-1111-7231

Yayımlanma Tarihi 27 Eylül 2024
Gönderilme Tarihi 7 Ocak 2024
Kabul Tarihi 10 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Altaş, B. (2024). Implications of Critical Language Studies for Language Studies and Foreign Language Education. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(61), 2040-2057. https://doi.org/10.53444/deubefd.1415995